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414 UNIT 16
UNIT 16 OVERVIEW: Text Pages 149–156
GRAMMAR
FUNCTIONS
ASKING FOR AND REPORTING INFORMATION
Did you go to the bank this afternoon?Yes, I did.No, I didn’t.
I had a stomachache this morning.I met an old friend on the way to class.
EXPRESSING OBLIGATION
I had to go to the doctor.
FORGETTING
I forgot my English book.
APOLOGIZING
I’m sorry I’m late.
INDICATING UNDERSTANDING
I see.
Iheshe
What did it do?weyouthey
yesterday?yesterday morning?
Did you study English yesterday afternoon?yesterday evening?last night?
PAST TENSE:WH-QUESTIONS TIME EXPRESSIONS
Iheshe
Did it work?weyouthey
Iheshe
Yes, it did.weyouthey
Iheshe
No, it didn’t.weyouthey
PAST TENSE:YES/NO QUESTIONS SHORT ANSWERS
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UNIT 16 415
NEW VOCABULARY
Time Expressions
an hour earlyminuteyesterday afternoonyesterday eveningyesterday morning
Verbs
didn’tget angrygo back homemakemisssteal
Miscellaneous
backpackeven thoughexcuse (n)half a milemilemorning exerciseson the wayquickrepair shopsupervisorthief
Job Application
dates attendededucationemployeremployment recordlocationpositionreason for leavingsalary
EXPRESSIONS
have a good day
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416 UNIT 16
Text Page 149: Unit Opening Page
VOCABULARY PREVIEW
These are the irregular verb forms that are introduced in Unit 16. You may want tointroduce these past tense forms before beginning the chapter, or you may choose towait until they first occur in a specific lesson. If you choose to introduce them at thispoint, here are some suggestions:
1. Write the phrases with their present tense verb forms on the board:
1. get up2. take a shower3. have breakfast4. read the newspaper5. do exercises6. eat lunch7. drive to the supermarket8. buy groceries9. make dinner
10. write a letter11. see a movie12. go to sleep
2. Have students look at the illustrations on text page 149. Say each phrase on theboard and have the class repeat after you. Check students’ understanding andpronunciation of the words.
3. One phrase at a time, erase the present tense form of the verb and replace it withthe past tense form. Say the phrase with the past tense form and have studentsrepeat it chorally and individually. Check students’ understanding andpronunciation of the verb forms.
4. After students have practiced saying the past tense forms, erase the phrases on theboard and have students look again at the illustrations on text page 149.
5. Practice the vocabulary as a class, in pairs, or in small groups. Have studentscover the word list and look at the pictures. Practice the words in the followingways:
• Say a phrase and have students tell the number of the illustration.
• Give the number of an illustration and have students say the phrase.
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UNIT 16 417
Text Page 150: I Brushed My Teeth
RULE: The past tense describes completed states, actions, and situations in the past.It doesn’t matter how recently the action occurred, as long as it has finishedby the time of speaking.
EXAMPLES: Did they study English yesterday morning?Yes, they did.
Did you listen to the news tonight?Yes, I did.
RULE: The word order of a Yes/No question in the past tense is:Auxiliary verb (Did) + subject + base verb + complement.
EXAMPLE: Did + you + brush + your hair?
RULE: Short answers to Yes/No questions include the subject and the auxiliary verb.The auxiliary verb for the simple past tense is did.
EXAMPLES: Did he wash his windows yesterday morning?Yes, he did.No, he didn’t.
CLOSE UP
• Yes/No Questions with the Past Tense ofRegular Verbs
• Time Expressions
FOCUS
1. Read the sample past tense sentences in theboxes at the top of text page 150. Havestudents repeat each one chorally.
2. Write the framework below on the board andpractice it, using each of the persons (I, he,she, we, you, they):
cooked. Yes, did.Did cook? No, didn’t.
a. Read each sentence using a pronoun. Forexample:
He cooked.Did he cook?Yes, he did.No, he didn’t.
b. Have students repeat each line chorally.
GETTING READY
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418 UNIT 16
1. Have students look at the model illustration.
2. Set the scene: “A mother is talking to herson.”
3. Present the model.
4. Full-Class Repetition.
Pronunciation Note
The pronunciation focus of Chapter 16 isthe informal pronunciation of Did you(text page 156). You may wish to modelthis pronunciation at this point (Did youbrush your hair this morning? Did youlisten to the news this morning?) andencourage students to incorporate it intotheir language practice.
5. Ask students if they have any questions.Check understanding of new vocabulary:brush.
6. Group Choral Repetition.
7. Choral Conversation.
8. Call on one or two pairs of students topresent the dialog.
(For additional practice, do ChoralConversation in small groups or by rows.)
9. Introduce the time expressions above themodel. Have pairs of students practice themodel again, using these time expressions inplace of this morning.
Examples
1. A. Did he wash his windows yesterdaymorning?
B. No, he didn’t. He washed his car.
2. A. Did she paint her kitchen thisafternoon?
B. No, she didn’t. She painted herbedroom.
Answers to Exercises 3–6:
3. No, they didn’t. They studied Chinese.4. No, we didn’t. We played basketball.5. No, he didn’t. He baked a cake.6. No, I didn’t. I listened to music.
1. Exercise 1: Call on two students to presentthe dialog. Then do Choral Repetition andChoral Conversation practice.
2. Exercise 2: Same as above.
3. Exercises 3–6: Either Full-Class or PairPractice.
Pages 122–123
WORKBOOK
SIDE BY SIDE EXERCISESINTRODUCING THE MODEL
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UNIT 16 419
1. Yes, I Did/No, I Didn’t ★★
a. Use your own visuals or Side by Side Picture
Cards, or write the following verbs on the
board:
study paint
wash brush
play visit
listen to work
watch dance
call ski
plant skate
b. Have students ask each other Yes/No
questions about yesterday, using the verbs on
the visuals or on the board. For example:
Student 1: Did you study English yesterday?
Student 2: Yes, I did.
Student 3: Did you play cards yesterday?
Student 4: No, I didn’t.
2. Find the Right Person! ★★
a. From the prior activity, write down
information about what students did
yesterday.
b. Put the information on a handout in the
following form:
Find someone who . . .
1. listened to the news on the radio.
2. watched a football game on TV.
3. visited his grandfather.
4. played soccer.
5. washed the dishes.
c. Have students circulate around the room,
asking each other Yes/No questions to
identify the above people. For example:
Student 1: Did you listen to the news on the
radio yesterday?
Student 2: No, I didn’t. Did you watch the
football game on TV?
Student 1: Yes, I did.
d. The first student to find all the people, raise
his or her hand, and tell the class who they
are is the winner of the game.
3. Dictation ★
Dictate the following sentences to the class.
Tell students to listen carefully to the endings of
the words before they write them.
1. She worked. 4. Did you study?
2. Did he work? 5. He studied.
3. They didn’t work. 6. They didn’t study.
4. Find Your Match! ★★
a. Make the following set of matching cards:
b. Distribute a card to each student.
c. Have students memorize the sentences on
their cards, and then have students walk
around the room saying their sentences until
they find their match.
d. Then have pairs of students say their
matched sentences aloud to the class.
Did you brush
your teeth?
No, I didn’t. I
brushed my hair.
Did you play
the piano?
No, I didn’t. I played
the guitar.
Did you visit
your uncle?
No, I didn’t. I visited
my cousin.
Did you call the
mechanic?
No, I didn’t. I called
the plumber.
Did you wash your
windows?
No, I didn’t. I washed
my car.
Did you paint your
bedroom?
No, I didn’t. I painted
my kitchen.
Did you study
English?
No, I didn’t. I studied
Spanish.
Did you watch
the news?
No, I didn’t. I watched
a game show.
(continued)
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420 UNIT 16
5. Tim and Jim: Opposite Friends ★★★
a. Begin by saying “I have two friends, Tim and Jim.
They’re very different. I’m going to tell YOU about
Tim, and you’re going to tell ME about Jim”.
b. As an example, write these two sentences on
the board and read them:
Tim worked yesterday.
Jim didn’t work yesterday.
c. Have students listen as you read each
statement about Tim. Then ask a student,
“What about Jim?” (Students will need to
change the verb to the negative form and
make a statement about Jim.)
Teacher: Tim shaved yesterday morning.
Student: Jim didn’t shave yesterday
morning.
Teacher: Tim cleaned his apartment.
Student: Jim didn’t clean his apartment.
Teacher: Tim called his grandmother
yesterday.
Student: Jim didn’t call his grandmother
yesterday.
Teacher: Tim used his computer
yesterday.
Student: Jim didn’t use his computer
yesterday.
Teacher: Tim painted his apartment
yesterday.
Student: Jim didn’t paint his apartment
yesterday.
Teacher: Tim cooked dinner last night.
Student: Jim didn’t cook dinner last night.
Teacher: Tim listened to music last night.
Student: Jim didn’t listen to music last
night.
d. Divide the class into pairs or small groups
and ask, “What did Jim do yesterday?” Have
students make up answers, using any
vocabulary they wish, and then share their
answers with the class.
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UNIT 16 421
Text Page 151: We Went to the Supermarket
1. Introduce the past tense of go: went.
2. Read the sample sentences in the boxes atthe top of text page 151. Have studentsrepeat chorally.
3. Introduce the irregular past tense forms thatare included in the exercises on this page.
a. Write on the board:
take tookhave hadget gotmake madebuy boughtdo didwrite wroteread read
b. Say present tense forms and have studentssay the past tense forms chorally andindividually.
1. Have students look at the model illustration.
2. Set the scene: “Friends are talking.”
3. Present the model.
4. Full-Class Repetition.
5. Ask students if they have any questions.Check understanding of new vocabulary: went.
6. Group Choral Repetition.
7. Choral Conversation.
8. Call on one or two pairs of students topresent the dialog.
(For additional practice, do ChoralConversation in small groups or by rows.)
9. Practice the model with other pronouns. Puton the board:
Call on pairs of students to practice the modelagain, using these names. For example:
A. Did Sally go to the bank this afternoon? B. No, she didn’t. She went to the
supermarket.
INTRODUCING THE MODEL
GETTING READY
RULE: Some verbs have irregular past tense forms.
EXAMPLES: buy – boughtdo – did
drive – droveeat – ate
forget – forgotget – gotgo – went
have – hadmake – mademeet – metread – read
see – sawsteal – stoletake – took
write – wrote
CLOSE UP
• Past Tense Irregular Verbs
• Yes/No Questions with Irregular Verbs
• Time Expressions
FOCUS
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Examples
1. A. Did you take the subway thismorning?
B. No, I didn’t. I took the bus.
2. A. Did he have a headache last night? B. No, he didn’t. He had a backache.
Answers to Exercises 3–8:3. No, she didn’t. She got up at 7:00.4. No, they didn’t. They made breakfast.5. No, he didn’t. He bought a bicycle.6. No, they didn’t. They did their exercises.7. No, he didn’t. He wrote to his grandmother.8. No, I didn’t. I read a book.
1. Exercise 1: Call on two students to presentthe dialog. Then do Choral Repetition andChoral Conversation practice.
2. Exercise 2: Same as above.
3. Exercises 3–8: Either Full Class Practice orPair Practice.
Language Note
Exercise 8: The present and past forms ofthe verb read are spelled the same, but arepronounced differently:
present tense: [rid]past tense: [red]
Pages 124–125
WORKBOOK
SIDE BY SIDE EXERCISES
1. What’s the Verb? ★
a. Write the following verbs on the board:
go take have
get make buy
read write do
eat sing sit
ride drink
b. Call out a verb and have students tell you the
past form of that verb.
Variation: You can do this activity as a game with
competing teams.
2. Tic Tac Verbs ★
a. Have students draw a tic tac grid on a piece
of paper and fill it in with any of the following
verbs:
go take have
get make buy
read write do
eat sing sit
ride drink
b. Call out the past tense of any of these verbs.
Tell students to cross out on their grid the
present tense form of the verb for which you
gave the past form.
c. The first person to cross out three verbs in a
straight line—either vertically, horizontally,
or diagonally—wins the game.
d. Have the winner call out the words to check
the accuracy.
3. Tim and Jim: Opposite Friends ★★★
a. Begin by saying “I have two friends, Tim and Jim.
They’re very different. I’m going to tell YOU
about Tim, and you’re going to tell ME about
Jim.”
422 UNIT 16
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UNIT 16 423
b. As an example, write these two sentences on
the board and read them:
Tim didn’t get up at 7:00 yesterday.
Jim got up at 7:00 yesterday.
c. Have students listen as you read each
statement about Tim. Then ask a student,
“What about Jim?” (Students will need to
change the verb from the negative to the
affirmative and make a statement about Jim.)
Teacher: Tim didn’t take a shower
yesterday.
Student: Jim took a shower yesterday.
Teacher: Tim didn’t have breakfast
yesterday.
Student: Jim had breakfast yesterday.
Teacher: Tim didn’t eat lunch at a
restaurant.
Student: Jim ate lunch at a restaurant.
Teacher: Tim didn’t go to the supermarket
yesterday.
Student: Jim went to the supermarket
yesterday.
Teacher: Tim didn’t buy food yesterday.
Student: Jim bought food yesterday.
Teacher: Tim didn’t write to his friend
yesterday.
Student: Jim wrote to his friend
yesterday.
Teacher: Tim didn’t make dinner
yesterday.
Student: Jim made dinner yesterday.
Teacher: Tim didn’t read a book last night.
Student: Jim read a book last night
Teacher: Tim didn’t do his exercises
yesterday.
Student: Jim did his exercises yesterday.
Teacher: Tim didn’t have a good day
yesterday.
Student: Jim had a good day yesterday.
d. Divide the class into pairs or small groups
and ask, “What did Jim do yesterday?” Have
students make up answers, using any
vocabulary they wish, and then share their
answers with the class.
4. Chain Game ★★
a. Begin the game by saying:
“I had a busy day today. I went to the bank.”
b. Have each student take a turn in which he or
she repeats what the person before said and
adds a new activity. For example:
“I had a busy day today. I went to the bank,
and I read a book.”
“I had a busy day today. I went to the bank,
I read a book, and I wrote to my friend.”
5. Grammar Chain ★★★
a. Start the chain game:
Teacher: I went skiing yesterday.
(to Student A) Did you go skiingyesterday?
b. Student A must answer, “No, I didn’t,” make
a new statement using the verb go, and ask
Student B, who then continues the chain.
For example:
Student A: No, I didn’t. I went skating.
(to Student B) Did you go skating
yesterday?
Student B: No, I didn’t. I went bowling.
(to Student C) Did you gobowling yesterday?
6. Scrambled Story: Peter’s Terrible Day! ★★Here is the story Peter’s Terrible Day.
Peter went to a party last night.
He got up very late this morning.
He missed the train.
He had to walk to work.
He arrived at work at 10 o’clock.
His boss shouted at him.
Peter had a headache all afternoon.
(continued)
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424 UNIT 16
a. Write each sentence on a strip of paper. Then
cut the words apart. Mix up the words in
each sentence and clip them together.
b. Divide the class into small groups. Give each
group one sentence to unscramble.
c. When everyone has put the words in correct
order, have one student from each group
write that group’s sentence on the board.
d. Once all the sentences are on the board, have
students decide what the correct order
should be in order to tell the story Peter’s
Terrible Day.
Variation: Instead of having students write the
sentences on the board, have one student from
each group come to the front of the room and
say the sentence aloud. The class should then
decide what the correct order is and have the
students line up accordingly and retell the story.
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UNIT 16 425
Text Page 152
• Past Tense: Yes/No Questions
• Past Tense: Short Answers
• Time Expressions
1. Call on individual students to read abouteach person.
2. Ask students if they have any questions.Check understanding of vocabulary.
3. Check students’ comprehension, using someor all of the following questions:
What did Betty do yesterday morning?What did Betty do yesterday afternoon?When did Betty listen to music?
When did Bob read the newspaper?Where did Bob go yesterday afternoon?What did Bob do last night?
Where did Nick and Nancy go yesterdaymorning?
What did Nick and Nancy buy yesterdayafternoon?
What did Nick and Nancy do last night?
When did Jennifer do her exercises?What did Jennifer do yesterday afternoon?What did Jennifer do last night?
1. There are two conversational models fortalking about the characters. Call on a fewpairs of students to present each model.
2. Have pairs of students ask and answerquestions about the people on the page. Thiscan be done as either Full-Class Practice orPair Practice. You can also assign it aswritten homework.
3. Call on pairs to present some of theirconversations to the class.
Examples
A. Did Bob read the newspaper yesterdaymorning?
B. Yes, he did.
A. Did Nick and Nancy buy a new caryesterday afternoon?
B. Yes, they did.
A. Did Jennifer do her exercises yesterdayafternoon?
B. No, she didn’t. She did her exercisesyesterday morning.
A. Did Nick and Nancy go to the supermarket last night?
B. No, they didn’t. They went to thesupermarket yesterday morning.
Have students answer the questions, in pairs oras a class. If you do it as pair practice, call onstudents to report to the class about theirconversation partner.
Page 126
WORKBOOK
CONVERSATION PRACTICE
INTRODUCING THE PEOPLE
FOCUS
TALK ABOUT IT! What DidThey Do Yesterday?
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426 UNIT 16
1. True or False? ★
a. Have students open their books to text page
152 and look only at the illustrations.
b. Make statements about the characters on
text page 152, and have students tell you
true or false. If the statement is false, have
students correct it. For example:
Teacher: Nick and Nancy cleaned their
apartment last night.
Student: True.
Teacher: Betty fixed her bicycle
yesterday morning.
Student: False. Betty didn’t fix her
bicycle yesterday morning.
She fixed her car.
Variation: You can call on students to make
true or false statements about the characters
in the illustrations and have other students
respond.
2. Guess Who! ★★
a. Have students look at the illustrations on
text page 152.
b. Make a statement about a character, and
have students identify who you’re talking
about. For example:
Teacher: He wrote letters last night.
Student: Bob.
Teacher: She planted flowers yesterday.
Student: Jennifer.
Teacher: She went to the supermarket
yesterday morning.
Student: Nancy.
3. Memory Game ★★
a. Have students open their books to text
page 152 and look at it for one minute.
b. Tell students to close their books and see
how much they can remember about the
people. Make statements about the
characters on text page 152, and have
students tell you true or false based on
what they remember.
Variation: You can do the activity as a game
with competing teams.
4. Tic Tac Question Formation ★★★
a. Draw a tic tac grid on the board and fill it
with the following question words:
When? Who? Did he?
What? Did she? When?
Did they? What? When?
b. Divide the class into two teams. Give each
team a mark: X or O.
c. Have each team ask a question that begins
with one of the question words and then
provide the answer to the question. If the
question and answer are correct, the team
puts its mark in that space. For example:
X Team: When did Nick and Nancy buy a new
car?
They bought a new car yesterday
afternoon.
X Who? Did he?
What? Did she? When?
Did they? What? When?
d. The first team to mark out three boxes in a
straight line—vertically, horizontally, or
diagonally—wins.
5. Question the Answers ★★★
a. Dictate answers such as these to the class:
He wrote letters.
They bought a new car.
She did her exercises.
b. Have students write questions for which these
answers would be correct. For example:
Answer: He wrote letters.
Question: What did Bob do last night?
Answer: They bought a new car.
Question: What did Nick and Nancy do
yesterday afternoon?
Answer: She did her exercises.
Question: What did Jennifer do yesterday
morning?
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UNIT 16 427
c. Have students compare their questions with
each other.
Variation: Write the answers on cards. Divide
the class into groups and give each group a set
of cards.
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428 UNIT 16
Text Page 153
Giving an Excuse: When arriving late,it is polite to apologize and give a reasonfor the tardiness.
1. Set the scene: “An employee and hissupervisor are talking.”
2. Present the conversation.
3. Full-Class Repetition.
4. Ask students if they have any questions.Check understanding of the word miss.
Culture Note
The notion of time is an important conceptin U.S. culture. In the United States, peopleare generally expected to arrive on time atthe invited or appointed hour. When peopleare late, they commonly offer an excuse,giving the reason why they are late.
5. Group Choral Repetition.
6. Choral Conversation.
7. Call on one or two pairs to present the dialog.
1. Read each excuse, using one of thesuggestions in parentheses to complete thesentence. Have students repeat.
2. Ask students if they have any questions.Check understanding of new vocabulary:
miss go back homeforget–forgot thiefbackpack steal–stole
3. Call on students to say each excuse, usingdifferent vocabulary. For example:
I missed the bus.I missed the train.I missed the subway.
4. Divide the class into pairs. Have studentspractice conversations based on the skeletalmodel on text page 153. Then call on pairs topresent their conversations to the class.
Examples
A. I’m sorry I’m late. I missed the train.B. I see.
A. I’m sorry I’m late. I had a backache.B. I see.
A. I’m sorry I’m late. I forgot my backpackand had to go back home and get it.
B. I see.
1. Read the excuses aloud as the class followsalong.
2. Ask students if they have any questions.Check understanding of new vocabulary:meet–met, on the way.
3. As a class, in pairs, or in small groups, havestudents discuss good and bad excuses.
4. If you do the activity as pair or grouppractice, call on students to share theirthoughts with the class.
Pages 127–128
WORKBOOK
THINK ABOUT IT! GoodExcuses & Bad Excuses
INTERACTIONS
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UNIT 16 429
1. Category Dictation ★★★
a. Have students draw two columns on a piece
of paper. At the top of one column, have
students write Good Excuses, and at the top
of the other column, have them write Bad
Excuses.
b. Dictate various reasons for being late, and
have students write them in the appropriate
column.
2. Continue the Conversation ★★★
a. Divide the class into pairs.
b. Have each pair begin a conversation using
the skeletal dialog on page 153 and then
continue it any way they wish.
c. Call on pairs to present their conversations
to the class.
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430 UNIT 16
Text Pages 154–155
• Past Tense
an hour early morning exerciseseven though on timegot (get) angry quickhalf a mile repair shophowever rush out of the housemile supervisorminute
Optional: Preview the story by having studentstalk about the story title and/or illustrations.You may choose to introduce new vocabularybeforehand, or have students encounter the newvocabulary within the context of the reading.
1. Have students read silently or follow alongsilently as the story is read aloud by you, byone or more students, or on the audioprogram.
2. Ask students if they have any questions.Check understanding of vocabulary.
3. Check students’ comprehension. Dictate thefollowing sentences. Have students work inpairs to put the sentences in order. Call onstudents to read the correct sequence to theclass.
He left his car.Victor got up at 6:30.He left his home at 7:00.He drove to the repair shop.He got on the train.
He walked to the train station.He had a small breakfast.He arrived 45 minutes late.He waited for a train.He took a quick shower.He got off the train and walked to his office.He did his exercises for five minutes.
WHAT’S THE ANSWER?
1. No, he didn’t.
2. He got up at 6:30.
3. No, he didn’t.
4. He left for work at 7:00.
5. Yes, he did.
6. He walked.
7. No, he didn’t.
8. Yes, she did.
9. She shouted at him for five minutes.
WHICH IS CORRECT?
1. got up
2. didn’t do
3. took
4. didn’t leave
5. took
6. didn’t get
Have students answer the following questions:
Why didn’t Victor take a long shower?Why didn’t Victor have a big breakfast?What time did he arrive at work this morning?How long did he take to get to work?Why did his supervisor get angry?
READING EXTENSION
READING CHECK-UP
READING THE STORY
NEW VOCABULARY
FOCUS
READING Late for Work
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UNIT 16 431
Listen and put a check next to all thethings these people did today.
Carla got up early this morning. She took ashower, she had breakfast, and she took thesubway to work. She didn’t have lunch today.She left work at five thirty, and she met hermother at six o’clock. They had dinner at arestaurant. Then they saw a movie.
Brian had a busy day today. This morning hefixed his car. Then he cleaned his yard. Thisafternoon he planted flowers, and then hewashed his windows. This evening he read thenewspaper, and he wrote to his brother. Then hetook a bath.
Answers
Carla’s Day
got up early
got up late
took a bath
took a shower
had breakfast
had lunch
took the subway
took the bus
met her brother
met her mother
had dinner
made dinner
saw a movie
saw a play
Have students complete the story with thecorrect forms of the verbs. This exercise may beassigned as homework.
Answers
1. got
2. went
3. took
4. ate
5. saw
6. bought
7. made
8. sat
What’s the Order? ★★
Dictate the following sentences. Have students
work in pairs to put the sentences in order. Call on
students to read the correct sequence to
the class.
She bought groceries at the supermarket.
She went jogging in the park.
Shirley and her parents sat in the living room
and talked.
Shirley got up.
She made a big dinner for her parents.
She took a long shower.
She saw a movie.
She ate a big breakfast.
Variation: Do the activity as a game. The first
pair to put the sentences in the correct order
is the winning team.
Have students answer the questions in pairs oras a class. If you do it as a pair activity, call onstudents to report about the other person’s dayoff.COMPLETE THE STORY
LISTENING
Brian’s Day
fixed his car
fixed his bicycle
cleaned his garage
cleaned his yard
painted his bedroom
planted flowers
washed his windows
watched TV
read the newspaper
read a magazine
rode his bicycle
wrote to his brother
took a shower
took a bath
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
✔
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432 UNIT 16
Text Page 156
Did you: The end sound /d/ of the verbdid and the beginning vowel sound /y/ ofthe word you, blend to make a /j/ soundwhen spoken rapidly (did you—dIju).
Focus on Listening
Practice the sentences in the left column. Sayeach sentence or play the audio one or moretimes. Have students listen carefully andrepeat.
Focus on Pronunciation
Practice the sentences in the right column.Have students say each sentence and then listencarefully as you say it or play the audio.
If you wish, have students continue practicingthe sentences to improve their pronunciation.
Have students write their journal entries athome or in class. Encourage students to use adictionary to look up words they would like touse. Students can share their written work withother students if appropriate. Have studentsdiscuss what they have written as a class, inpairs, or in small groups.
Answers1. take, took2. study, studied3. wash, washed4. go, went5. have, did, had6. Did, watch, listened
MULTILEVEL VARIATION ★★★
Challenge above-level students to cover thegrammar boxes as they complete the grammarexercises.
GRAMMAR FOCUSPRONUNCIATION
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UNIT 16 433
1. Have students look at the application. Askthe class: “What’s this?” (A job application.)Introduce the new vocabulary: education,location, dates attended, employment record,employer, position, salary, and reason forleaving. Also introduce the abbreviations wk.for week and CA for California.
Note: The verb form was is previewed in thislesson (Her salary there was . . . ). To Be: PastTense is introduced in the next unit.
2. Ask students questions about theapplication: “What schools did Linda go to?”(Laguna Beach High School, Mission College,and Liberty Auto Mechanics Institute.)“When did she go to high school?” (FromSeptember 1999 to June 2003.) “What is hermost recent job?” (Mechanic.) “ What washer salary?” (Five hundred and fifty dollarsa week.) “Who was her supervisor? (DonClementi.) “Why did she leave?” (She movedto Dallas.)
3. Have students complete the story aboutLinda individually and then compare theiranswers in pairs.
Answers1. September
2. June
3. 2003
4. 2005
5. months
6. dishwasher
7. two
8. $8.00
9. mechanic
10. Los Angeles
11. week
12. Dallas
1. Model the questions and have studentsrepeat them chorally and individually.
2. Have students ask you the questions as youmodel the answers. These answers arevariable so there is no framework to write onthe board as a guide for students. However,you may want to write on the board some ofthe verbs you use as you are speaking.
3. Divide the class into pairs. Have studentsask and answer the questions. Circulate andhelp students as necessary.
MULTILEVEL VARIATION ★★★
Once above-level students have finished their pairwork interviews, have them work individually towrite their own answers to the questions.
1. Have students look at the form. Call outparts of the form and have students point tothem––for example: last name, date of birth,social security number, telephone, education,employment record, and name of supervisor.
2. Have students work individually to completethe form. They can use made-up informationif they wish. Encourage students not to writetheir real social security number on the line.Circulate around the room and help studentsas necessary.
Note: In forms, the abbreviations for SocialSecurity Number are Soc. Sec. No. or SSN.
MULTILEVEL VARIATION ★★★
As above-level students finish this activity, handout Life Skills Worksheets 37 and 38 for them towork on in class. (See Life Skills Enrichment onthe next page.) Have the rest of the class do theworksheets as homework.
WRITING Fill out the Job Application Form
TEAMWORK Your Education& Employment Record
READING A Job Application
• Job applicationsText Page 156aLIFE SKILLS
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1. Scrambled Questions ★
Activity Master 84
Divide the class into pairs. Make enough copies
of Activity Master 84 for half the class. Cut
them into cards and distribute one set to each
pair. Have students take turns picking up a
prompt and then saying the complete sentence.
Variation: Students can write their complete
questions and compare their answers with
other pairs.
2. Scrambled Story ★
Activity Master 85
Divide the class into pairs. Make multiple
copies of Activity Master 85, cut them into
strips, mix up the strips, and give one set to
each pair. Have students read the strips and
assemble them into a logical order. Have a
volunteer pair of students read their story
aloud to the class as their classmates read
along to check their work.
3. True or False? ★★
Make statements about the information in the
job application on student text page 156a and
have students decide if the statements are
true or false. If a statement is false, have
students correct it. For example:
Linda went to Laguna Beach High School.
[True.]
Linda went to high school from 2003 to 2005.
[False. She went to high school from 1999 to
2003.]
Variation: Do the activity as a game with
competing teams.
4. Sentence Formation ★★
Activity Master 86
Divide the class into pairs. Make enough copies
of Activity Master 86 for half the class, cut
them into cards, and distribute one set to each
pair. Have students take turns picking up a
prompt and then saying the complete sentence.
Variation: Students can write their complete
sentences and then compare their answers
with other pairs.
5. Written Response ★★
For homework, have students respond to all the
questions in Exercise 2 on student text page
156a in writing and submit their work to you for
correction.
434 UNIT 16
Reading a Job Application FormLife Skills Worksheet 37Make copies of Life Skills Worksheet 37 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.
Job Application FormLife Skills Worksheet 38Make copies of Life Skills Worksheet 38 and giveone to each student. Have students complete theworksheet as homework. In the next class, havestudents compare their answers in pairs.
LIFE SKILLS ENRICHMENTLIFE SKILLS ENRICHMENTLIFE SKILLS ENRICHMENTLIFE SKILLS ENRICHMENT
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UNIT 16 435
6. Tic Tac Questions ★★★
a. Draw a tic tac grid on the board and write
the following question words in random
order in the grid:
b. Divide the class into two teams. Give
each team a mark: X or O.
c. Give the teams five minutes to write
questions about the information in the job
application on student text page 156a
using each of the question words in the
grid. Then have the teams take turns
calling out a question and the
corresponding answer. If the question and
answer are correct, the team gets to put
its mark in that space. For example:
X Team: Why did Linda leave her job as a
mechanic? Because she moved
to Dallas.
d. The first team to mark out three boxes in
a straight line—vertically, horizontally, or
diagonally—wins.
7. Question the Answers! ★★★
a. Dictate answers such as the following to
the class:
I work at Office Supply.
I’m a truck driver.
I started to work there in 2007.
Because I needed a full-time job.
Yes. I’m going to State Community
College.
b. Have students write questions for which
these answers would be correct. For
example:
Answer: I work at Office Supply.
Question: Where do you work now?
Answer: I’m a truck driver.
Question: What’s your job?
c. Have students compare their questions
with each other.
Option: Write the answers on cards. Divide
the class into groups and give each group a
set of cards.
8. Information Gap ★★★
Activity Master 87
a. Make multiple copies of Activity
Master 87 and cut them in half (Form A
and Form B).
b. Divide the class into pairs. Give each
partner a different Job Application
Form—A or B. Have students share their
information and fill in their forms. For
example:
A. Where did Paco go to high school?
B. He went to Central High School.
c. When the pairs have finished completing
their forms, have them look at their
partners’ forms to make sure they have
written the information correctly.
MULTILEVEL VARIATION ★★★
Challenge above-level students to cover the
questions on the Activity Master as they do
the activity.
When Is Did
Are What How long
Why When Who
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436 UNIT 16 UNIT 16 436
CHECK-UP TEST
Note: Have students use pencils for the check-up test.
1. Read item number 1 aloud. After studentshave identified the correct answer, show themhow to fill in the bubble on the Answer Sheet.
2. Have students do the check-up test and thenreview the answers as a class.
Answers1. C 6. A
2. B 7. D
3. A 8. C
4. D 9. D
5. B 10. B
SKILLS CHECK
Words:
Explain to students that this is a list of wordsthey have learned in the unit. Have studentstake turns reading each item aloud to the class.Have students put a check next to the item ifthey feel they have learned it. Encouragestudents to get a small notebook where they canwrite down words that are difficult for them.
I can:
Explain to students that this is a list of skillsthey have learned in the unit. Read each itemaloud to the class. Ask individual students orpairs of students to demonstrate the skill. Forexample:
Teacher: I can ask and answer: Did you go tohigh school?
Student A: Did you go to high school?Student B: Yes, I did.
Teacher: I can ask and answer: What’s your job?Student A: What’s your job?Student B: I’m a taxi driver.
Have students put a check next to the item ifthey feel they have learned it. Use thisinformation to determine which lessons you maywant to review or reinforce for the entire classor for particular students.
1. Do You Remember the Words? ★
Check students’ retention of the vocabulary
depicted on the opening page of Unit 16 by doing
the following activity:
a. Have students open their books to page 149
and cover the list of vocabulary words.
b. Either call out a number and have students
tell you the verb in the present and past, or
say a verb in the present and have students
tell you the number and its past tense form.
Variation: You can also do this activity as a
game with competing teams.
2. Miming Game ★
Activity Master 88
Make a copy of Activity Master 88 and cut it
into cards. Place the cards in a pile face down
on a table or desk in the front of the room. Have
students take turns coming to the front of the
room, picking a card, and pantomiming the
action on the card. The class tries to guess the
action and then says the verb in the past tense.
Variation: You can also do this activity as a
game with competing teams.
3. Dictation ★★
Have students take turns dictating words or
questions from the Skills Check on student
text page 156b. Write the correct word or
question on the board so students can
immediately correct their dictations.
4. Find the Right Person!
Activity Master 89
The purpose of this activity is for students to
walk around the classroom asking one another
questions until they find someone to answer yes
to one of the questions on the Activity Master.
• Check-up test• Self-evaluation checklists
Text Page 156bASSESSMENT
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UNIT 16 437
(continued)
a. Make copies of Activity Master 89 and give
one copy to each student.
b. Practice questions of the type on the
questionnaire. For example:
Did you see a movie?
Did you buy groceries?
c. Have students walk around the classroom
asking one another the questions. When a
student gets a yes answer to a question,
that student writes in the other person’s
name and then continues interviewing
others.
d. The first student to fill in names for all the
questions wins the game. Have that student
then report back to the class about all the
people he or she interviewed.
5. Information Gap ★★★
Activity Master 90
a. Make multiple copies of Activity Master 90
and cut them in half (Calendar A and Calendar B).
b. Divide the class into pairs. Give each partner
a different calendar—A or B. Have students
share their information and fill in their
calendars. For example:
A. What did Betty do Friday morning?
B. She saw a friend in the hospital.
c. When the pairs have finished completing
their calendars, have them look at their
partners’ calendars to make sure they have
written the information correctly.
6. Question Game ★★★
a. Write the following sentence on the board:
Victor got to work at 10:00
because he missed his bus.
b. Underline different elements of the sentence
and have students create a question based
on that portion of the sentence. For
example:
Victor got to work at 10:00
because he missed his bus.
Who got to work at 10:00?
Victor got to work at 10:00
because he missed his bus.
When did Victor get to work?
Victor got to work at 10:00
because he missed his bus.
Why did Victor get to work at 10:00?
c. Continue with other sentences.
7. What’s Wrong? ★★★
a. Write several sentences such as the
following on the board or on a handout that
you give to students. Some of the
sentences should be correct and others
incorrect. For example:
She didn’t get to work on time.
He got up late.
She meet her mother.
They sawed a movie.
He readed the newspaper.
They went the supermarket yesterday.
Did paint she her kitchen this morning?
Did he buy yesterday a car?
Did you do your homework last night?
He worked a construction worker for
two years.
She forget her phone at home.
He studied at City College for
2003–2005.
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438 UNIT 16
b. Divide the class into pairs. The object of the
activity is for students to identify which
sentences are incorrect and then correct
them. Have students compare their
answers.
Variation: Do the activity as a game with
competing teams. For each team’s turn, write
one sentence on the board and have the team
decide whether the sentence is correct or not.
If it isn’t correct, the team must correct it.
Every time a team is right, that team receives
one point. The team with the greatest number
of points wins.
8. Common Activities ★★★
a. Write the following sentence on the board:
Last weekend I .
Last weekend he/she .
Last weekend we both .
b. Divide the class into pairs. Have students
interview each other about what they did
last weekend. The object is for students to
find at least one activity they have in
common and then report back to the class.
For example:
Last weekend I took a long walk.
Last weekend Monica cleaned her house.
Last weekend we both read the newspaper.
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UNIT 16 439
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